Isaac Watts, cont. OF LIVING INSTRUCTIONS AND LECTURES, OF TEACHERS AND LEARNERS.

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CHAPTER VI. OF LIVING INSTRUCTIONS AND LECTURES, OF TEACHERS AND LEARNERS.

I. There are few persons of so penetrating a genius, and so just a judgment, as to be capable of learning the arts and sciences without the assistance of teachers. There is scarce any science so safely and so speedily learned, even by the noblest genius and the best books, without a tutor. His assistance is absolutely necessary for most persons, and it is very useful for all beginners. Books are a sort of dumb teachers; they point out the way to learning; but if we labour under any doubt or mistake, they cannot answer sudden questions, or explain present doubts and difficulties: this is properly the work of a living instructor. II. There are very few tutors who are sufficiently furnished with such universal learning, as to sustain all the parts and provinces of instruction. The sciences are numerous, and many of them lie far wide of each other; and it is best to enjoy the instructions of two or three tutors at least, it order to run through the whole ency clopaedia, or circle of sciences, where it may be obtained; then we may expect that each will teach the few parts of learning which are committed to his care in greater
perfection. But where this advantage cannot be had with convenience, one great man must supply the place of two or three common instructors. III. It is not sufficient that instructors be competently skilful in those sciences which they profess and teach; but they should have skill also in the art or method of teaching, and patience in the practice of it. It is a great unhappiness indeed, when persons by a spirit of party, or faction, or interest, or by purchase, are set up for tutors, who have neither due knowledge of science, nor skill in the way of communication. And, alas! there are others who, with all their ignorance and insufficiency, have self-admiration and effrontery enough to set up themselves; and the poor pupils fare accordingly, and grow lean in their understandings. And let it be observed also, there are some very learned men, who know much themselves, but have not the talent of communicating their own knowledge; or else they are lazy, and will take no pains at it. Either they have an obscure and perplexed way of talking, or they show their learning uselessly, and make a long periphrasis on every word of the book they explain, or they cannot condescend to young beginners, or they run presently into the elevated parts of the science, because it gives themselves greater pleasure, or they are soon angry and impatient, and cannot bear with a few im pertinent questions of a young inquisitive and sprightly genius; or else they skim over a science in a very slight and superficial survey, and never lead their disciples into the depths of it. IV. A good tutor should have characters and qualifi cations very different from all these. He is such a one as both can and will apply himself with diligence and concern, and indefatigable patience, to effect what he undertakes; to teach his disciples, and see that they learn; to adapt his way and method, as near as may be, to the various dispositions, as well as to the capacities of those whom he instructs, and to inquire often into their progress and improvement. And he should take particular care of his own tem per and conduct, that there be nothing in him or about him which may be of ill example; nothing that may savour of a haughty temper, or a mean and sordid spirit; nothing that may expose him to the aversion or to the contempt of his scholars, or create a prejudice in their minds against him and his instructions: but, if possible, he should have so much of a natural candour and sweet ness mixed with all the improvements of learning, as might convey knowledge into the minds of his disciples with a sort of gentle insinuation and sovereign delight, and may tempt them into the highest improvements of their reason by a resistless and insensible force. But I shall have occasion to say more on this subject, when I come to speak more directly of the methods of the com munication of knowledge. V. The learner should attend with constancy and care on all the instructions of his tutor; and if he happens to be at any time unavoidably hindered, he must endeavour to retrieve the loss by double industry for time to come. He should always recollect and review his lectures, read over some other author or authors upon the same subject, confer upon it with his instructor, or with his associates, and write down the clearest result of his present thoughts, reasonings, and inquiries, which he may have recourse to hereafter, either to re-examine them and to apply them to proper use, or to improve them farther to his own advantage. VI. A student should never satisfy himself with bare attendance on the lectures of his tutor, unless he clearly takes up his sense and meaning, and understands the things which he teaches. A young disciple should be have himself so well as to gain the affection and ear of his instructor, that upon every occasion he may, with the utmost freedom, ask questions, and talk over his own sentiments, his doubts, and difficulties with him, and in an humble and modest manner desire the solution of them.

VII. Let the learner endeavour to maintain an honorable opinion of his instructor, and needfully listen to his instructions, as one willing to be led by a more experienced guide; and though he is not bound to fall in with every sentiment of his tutor, yet he should so far comply with him as to resolve upon a just consideration of the matter, and try and examine it thoroughly with an honest heart, before he presume to determine against him: and then it should be done with great modesty, with an humble jealousy of himself, and apparent unwillingness to differ from his tutor, if the force of argument and truth did not constrain him.

Oh, those arrogant youngsters:

VIII. It is a frequent and growing folly in our age, that pert young disciples soon fancy themselves wiser than those who teach them: at the first view, or upon a very little thought, they can discern the insignificancy, weakness, and mistake of what their teacher asserts. The youth of our day, by an early petulancy, and pretended liberty of thinking for themselves, dare reject at once, and that with a sort of scorn, all those sentiments and doctrines which their teachers have determined, perhaps, after long and repeated consideration, after years of mature study, careful observation, and much prudent experience.

IX. It is true teachers and masters are not infallible, nor are they always in the right; and it must be acknowledged, it is a matter of some difficulty for younger minds to maintain a just and solemn veneration for the authority and advice of their parents and the instructions of their tutors, and yet at the same time to secure to themselves a just freedom in their own thoughts. We are sometimes too ready to imbibe all their sentiments without examination, if we reverence and love them; or, on the other hand, if we take all freedom to contest their opinions, we are sometimes tempted to cast off that love and reverence to their persons which God and nature dictate. Youth is ever in danger of these two extremes.

X. But I thinkĀ I may safely conclude thus: Though the authority of a teacher must not absolutely determine the judgment of his pupil, yet young and raw and unexperienced learners should pay all proper deference that can be to the instructions of their parents and teachers, short of absolute submission to their dictates. Yet still we must maintain this, that they should never receive any opinion into their assent, whether it be conformable or contrary to the tutor’s mind, without sufficient evidence of it first given to their own reasoning powers.

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